Is it well articulated that programming shall match the strengths, interests, and special needs of the gifted student?
X
“GT Programming and Services” Specifically pgs. 2-7
"DPS Acceleration Policy and IOWA scale made available"
Is it evident in advanced learning plans that programming matches the assessment data on strengths and interests of the gifted student?
X
“Advanced Learning Plans” Specifically pgs. 2-14
Does the administrative unit clearly describe where gifted students are served (e.g., general classroom, classroom cluster groups, vertical cluster groupings, pull-out groupings, or school for gifted)?
X
“Advanced Learning Plans” Specifically pages 2-6
“Building Plans-Budgets” Specifically pages 1-3
Is differentiated instructional philosophy and support evident for gifted students and exemplified in any of the following:
Does the administrative unit have a well-articulated process to consider and determine acceleration decisions?
Is cluster grouping, a research-based strategy, supported and implemented in the administrative unit?
Are critical and creative thinking strategies incorporated into differentiated content and assessment for gifted students?
Does the administrative unit provide diverse content options (e.g., mentorships, honors program, advanced math) and/or support strategies for each area of giftedness at the different levels of school?
X
“Advanced Learning Plans” Specifically pgs. 2-5
“GT Programming And Services” GT Considerations Developed with Curriculum Department pgs. 23-29
“Extracurricular Enrichment Activities”
“Post Secondary Options”
"Academic Mentors/Community Resources"
Does the administrative unit implement a well- communicated method to articulate the needs, interests, and achievement of every gifted student, preschool (if applicable) through grade 12 as exemplified in any of the following:
Is there an administrative unit timeline for the transition of gifted student data to the next level of school in a timely manner for planning and appropriate course selection?
Is gifted student data systemically available for articulation and transition?
X
“GT Programming and Services” Specifically pgs. 18-21
“Student Data in Infinite Campus”
GATE Tab and students’ ALP available to every teacher, principal and GT school rep. Gifted Reps also have access in IC to a printout of all school identified GT/HGT students, including how they were identified and their strength areas.
Does the administrative unit have a method to facilitate early college planning for gifted students?
X
ALP strength area tie-in to established Personal Education Plan Requirements (PEP) from Counseling Dept. – in developmental stage
“Post Secondary Options”
Does the administrative unit have pathways for advanced placement courses for gifted students?
X
“GT Programming and Services” See Acceleration Policies p. 17
“Post Secondary Options”
Are pre-collegiate, pre-advanced placement, vertical teaming, or study skill programs available to gifted students who may need additional support and instruction before taking advanced placement courses?
X
“Post Secondary Options”
ALP strength area tie-in to established Personal Education Plan Requirements (PEP) from Counseling Dept. – in developmental stage
Is there evidence of ALPs for gifted students that facilitate planning, record keeping and future instructional decisions?
X
“Advanced Learning Plans” ALP saved yearly in Infinite Campus and previewed for new school year
Is the ALP process a collaborative effort of the teacher, parent and student, and other school personnel as needed?
X
“Advanced Learning Plans” specifically pages15-16, 21-23 Developed by GT rep, teachers and parents
Are ALPs reviewed annually (e.g., during a regular teacher-parent conference; phone conference; individual parent-teacher meeting)?
X
“Advanced Learning Plans” specifically pages 5-16 Discussed with parents at conferences in October
Are challenging post secondary options available to gifted students in their area of strength?
"DPS Acceleration Policy and IOWA scale made available"
“Building Plans-Budgets” Specifically pages 1-3
page 17
“Advanced Learning Plans” Specifically pages 2-5
\
“Building Plans-Budgets”
On page Budget then
“Charter Funds”
“DPS Board of Education Acceleration Policy"
“GT Programming And Services” GT Considerations Developed with Curriculum Department pgs. 23-29
“Extracurricular Enrichment Activities”
“Post Secondary Options”
"Academic Mentors/Community Resources"
Specifically pgs. 18-21
“Student Data in Infinite Campus”
GATE Tab and students’ ALP available to every teacher, principal and GT school rep. Gifted Reps also have access in IC to a printout of all school identified GT/HGT students, including how they were identified and their strength areas.
“Post Secondary Options”
See Acceleration Policies p. 17
“Post Secondary Options”
ALP strength area tie-in to established Personal Education Plan Requirements (PEP) from Counseling Dept. – in developmental stage
ALP saved yearly in Infinite Campus and previewed for new school year
specifically pages15-16, 21-23
Developed by GT rep, teachers and parents
specifically pages 5-16
Discussed with parents at conferences in October